Part I.pdf - MTB-MLE Network

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For you, schooling simply serves to open the door to professional employment, but for me it is somethingelse. It is the means of training for life… I would start with what I already possess and add what is given tome, rather than abandoning what I possess to look for what might be given (From a speech by Chief Djoumessi,translated and abridged from Momo, 1997, in Bird, 2001).“Education for All” that is truly for all must not leave the minority feeling rejected by the majorityor force minority learners to abandon what they already possess – their heritage language and cultureand their life experiences – in order to achieve their social, political and educational goals. Betterthat the majority – government agencies, NGOs and academic institutions – support ethnic minoritycommunities in developing education programmes that celebrate who they are and what they havebeen given and, in so doing, provide them with “training for life.”ReferencesBenson, C. (2003) Mother tongue schooling for pluralism and participation. Paper presented atthe Fattiga och Rika (Poor and Rich) Conference sponsored by SIDA, Lund, Sweden, January9-11, 2003.Bird, S. (2000) Orthography and identity in Cameroon. Dallas Texas: SIL International.Choosri, I. and Sisombat, S. (2003) Growing fruit trees and an endangered language:A study of teacher training in the Chong language revitalization program, Thailand. Paperpresented at the Language Development, Language Revitalization and Multilingual Education,Bangkok, Thailand, November 2003.Cobbey, H. (2003) Multilingual education among the Dong people. Paper presented at the LanguageDevelopment, Language Revitalization and Multilingual Education, Bangkok, Thailand,November 2003.Crawford, J. (1992) Hold your tongue: Bilingualism and the politics of “English Only”. Reading,MA: Addison Wesley.Cummins, J. (2001) Research findings about Bilingual Education: Reading, Academic Language,Pedagogy, and Assessment. Paper presented at the 3 rd International Symposium on Bilingualism.University of the West of the England.Curriculum Development Division, Department of Education. (2003) Elementary Teachers Guide2003. Culture and Community, Cultural Mathematics, Language. Port Moresby, Papua NewGuinea: National Department of Education.Dekker, D. and Dumatog, R. (2003) First language education in Lubuagan, Kalinga, NorthernPhilippines. Paper presented at the Language Development, Language Revitalization andMultilingual Education, Bangkok, Thailand, November 2003.Dutcher, N. (1995) The use of first and second languages in education: A review of internationalexperiences, Pacific Islands Discussion Paper Series, No. 1. East Asia and Pacific CountryDepartment III, World Bank.82
Easton, C. (2003) Designing orthographies through community interaction: Alphabet designworkshops in Papua New Guinea. Paper presented at the Language Development, LanguageRevitalization and Multilingual Education, Bangkok, Thailand, November 2003. (Paperincluded on this website)Geary, N. (2002) A bilingual education pilot project among the Kam people in Guizhou province,China. Unpublished paper.Kale, J. and Marimyas, J. (2003) Implementing Multilingual Education in a Country with860 Languages: Challenges for the National Department of Education in PNG. Paper presentedat the Language Development, Language Revitalization and Multilingual Education, Bangkok,Thailand, November 2003. (Paper included on this website)Klaus, D. (2003) Use of indigenous languages in early basic education in Papua New Guinea:A model for elsewhere. Language and Education 17(2).Malone, D. (in press) Namel Manmeri, the ‘in-between people’: Language and culture maintenanceand Mother Tongue education in the Highlands of Papua New Guinea. Dallas, TX: SILInternational.Malone, S. (2003) Planning literacy-for-development programs in minority language communities.Unpublished training manual.Malone, S. and Arnove, R. (1998) Planning learner-centered adult literacy programs. Paris:International Institute of Educational Planning. Paris: UNESCO.Muskin, J. (1992) Including Local Priorities to Assess School Quality: The case of Save the Childrencommunity schools in Mali, Comparative Education Review 43(1), 36-63.Pina, L. (2003) Mother-tongue as a tool to promote functional literacy in Central Subanen, Philippines.Paper presented at the Language Development, Language Revitalization and MultilingualEducation, Bangkok, Thailand, November 2003.Sagar, T. and Poulson, N. (2003) Education for indigenous children: The BRAC model. Paperpresented at the Language Development, Language Revitalization and Multilingual Education,Bangkok, Thailand, November 2003. (Paper included on this website)Skutnabb-Kangas, T. (2000) Linguistic genocide in education – or worldwide diversity and humanrights? Mahwah, NJ: Erlbaum.Waiko, J. (1997) The Value of Traditional Knowledge in the 21 st Century. Keynote address at the1997 Wagani Seminar). http://www.pngbuai.com/600technology/information/waigani/w97-keynote.html.Williams, E. (1998) Investigating Bilingual Literacy: Evidence from Malawi and Zambia. London:Department for International Development.83
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Asia-Pacific Programme of Education
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FOREWORDSome 6,000-7,000 languages
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Part IOutcomes of the Workshop
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used as the medium of educational i
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Viet NamApproximately 100 languages
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Regionally, there is an increased i
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stakeholders - will share the respo
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materials for children. The researc
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non-formal bilingual education prog
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materials for minority language gro
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NepalNepal is a land-locked country
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UNESCO-APPEAL, the Office of Non-fo
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CHAPTER 3Community Mobilization and
Page 29 and 30:
Case Study: Cambodia - Community Mo
Page 31 and 32: at a community/village forum. Initi
Page 33 and 34: CHAPTER 4Developing Minority Langua
Page 35 and 36: It is important that the principles
Page 37 and 38: ThailandStages in the development o
Page 39 and 40: Literature to help people move from
Page 41 and 42: • adapt majority language materia
Page 43 and 44: of books. There are teacher instruc
Page 45 and 46: to local pronunciation. During test
Page 47 and 48: Reflections on Field VisitSocio-eco
Page 49 and 50: Topic (includesubtopics)Issues Guid
Page 51 and 52: CHAPTER 7Training for Facilitators
Page 53 and 54: Training of FacilitatorsWhen?What?T
Page 55 and 56: E. Developed Hilltribes Curriculum
Page 57 and 58: CHAPTER 8Strategies and Tools for E
Page 59 and 60: Four Types of Evaluation in Literac
Page 61 and 62: • Constructive• Achievable and
Page 63 and 64: CHAPTER 9Strategies for Government
Page 65 and 66: a linguistically diverse country. T
Page 67 and 68: There is a desire to replicate and
Page 69 and 70: egional languages of education, and
Page 71 and 72: RESOURCE PAPERSEducation for Multil
Page 73 and 74: Lack of skills necessary for paid e
Page 75 and 76: in its third year, was planned spec
Page 77 and 78: Stage 4 - Ongoing education. At thi
Page 79 and 80: “The minority languages lack grad
Page 81: • Provide funding or identify and
Page 85 and 86: Benson, 2003) have come to the same
Page 87 and 88: The Role of Language in Learning:Wh
Page 89 and 90: eading skills in the mother tongue
Page 91 and 92: familiar, because they have learned
Page 93 and 94: ConclusionsThe findings of the stud
Page 95 and 96: Moll, L. (1992) Bilingual classroom
Page 97 and 98: It is often argued that providing e
Page 99 and 100: crucial in language development, cu
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